Xylophone | SLJ

For the first task of the second week I learnt about how different amounts of space inside an object can change the output of the sound it will create. For this activity I created a xylophone using cups of water.  I learnt if you put lots of water in a cup it will create a high pitch, but if you put less water in a cup the opposite happens and it creates a low pitch. The pitch differs for how much water you use. The same with the paper tubes, if its longer it creates a lower pitch because the sound has to travel longer, but if it is a short tube the sound travels lesser creating a high pitch. I recorded a video of me experimenting with the cup xylophone. 

Summer Haiku

 For this activty I had to make my own summer related haiku.

A haiku is a type of poet that has 5 syllables, 7 syllables and 5 syllables again.

My haiku is about eggs and how they can be cooked and how they are the best food in summer.

This activity was good and relaxing to write a summer haiku.

You are king | SLJ

The song is called You are King.

The lyrics goes "When the oceans rise and thunders roar. I will soar with you above the storm. You are king over anything". 

The meaning of this song is at the end of the day us humans will see what the almighty can do and when we see it with our bare eyes, we repent by saying: You are king over anything.

This song came up to me when I was 6 or 7 years old, I wrote the lyrics and I never knew I wrote it so here I am singing my own song.

Here is me singing the song:

  

Presentation | Inquiry

Our Inquiry task was to create a presentation of our shelte design to persuade the client (Panmure Bridge School represented by (Mr Wong and Mr Ogilvie) into building our structure.

We had 3 minutes to present it but on the lack of time my group did not finish presenting it. We got feedback at the end. 

When the time was up for our presentation we got a little bit of feedback about our shelter that protects against earthquakes and our presentation. The feedback they gave was: To get prepared for the creitera.

I enjoyed this because I got to see what having a job is like and how a cotract works.

Optical Illusion | SLJ

For this activity I made my very own optical illusion.

Before making the illusion, I learnt about illusions and how to make them. My illusion is called the literal illusion. It is a two images in one. 

When starting the illusion, it soon gets frustrating by picking another one.

Some illusions don't get confusing but some do. For me I can see both pictures because of thins the illusion isn't tricking me.

This is my illusion:

What are you doing Today | SLJ

The Summer Learning Journey crew came up with an activity that expands people's Maori knowledge.

I completed this activity by listening to different audio recordings. Then, based on what I heard from the audio recordings, I then arranged different Maori words to fit into the sentences properly. I answered the question 'What are you doing today?' by saying 'I am going to ___' I filled in the blanks with Maori words.

I learnt how to say 'What are you doing today?' in Maori. To say 'What are you doing today?', it would be easier to start by slowly building an understanding of the words and then working on the pronounciation. 'What are you doing today?' in Maori is 'Kei te aha koe i tenei ra?'.

I found answering the question 'What are you doing today?' fun because I was able to expand my Maori vocabulary. I alse found listening to the audio and rearranging the words fun because I was able to build an understanding of where different Maori words go and why.

Something I found hard was listening to the audio because it wasn't very clear or loud. I was still able to complete this activity and I had a lot of fun with it.

Kowhaiwhai Pattern | SLJ

 For this activity I made my own kowhaiwhai pattern.

First we learnt about Tanerore. Tanerore is the son of Tama-nui-te-ra or the sun and is the personification of shimmering air as he performs a haka for his mother Hine-raumati.

We watched a video if we saw the wiriwiri. Then we watched a video about kowhaiwhai patterns. There were two choices to make. The first is to make the kowhaiwhai on a scrap piece of paper and the second was making the kowhaiwhai pattern digitally.

After watching the two video, we started making our kowhaiwhai pattern. In our kowhaiwhai pattern we had put colours that were related to summer or Tanerore.

I picked summer.  My kowhaiwhai pattern represents how the day starts or other words dawn.

Here is mine:

Insect Art | SlJ

Hi, my name is Davey and I am a dragonfly made by David. The materials that David use to create me was dead leafs, sticks, grass, and small pieces of grass. 

The way David create me was unbelievible, he put the stick and the leafs together. Then he put another two leafs below and put the long piece of grass below the four leafs.Then he put the smaller piece of grass for the antenna.

David had two choices to make, the first one is making a summer scene and the second one is creating a insect. David picked making a insect so David made me.

Fishy False Teeth | SLJ

For the third activity of the Summer learning Journey we completed a slide that was filled with Literacy activites.

Before going with activites, we read this article called Fishy False Tales. When we understand the text we completed a template that had questions about the text. These question were like what part were they in, what was the outcome and who are they.

Then, we watched a video about how a man lost his teeth by his friend. After watching the video, we created our own comic using the video and our own words.

I enjoyed this activity and I am looking forward for the future activities.

Quality Commenting | SLJ

For the second activity of the first week of the Summer Learning Journey, we learnt about how to make a quality blog comment and how it can help us win by giving us bonus points. Commenting can help us make learning conversations and new learning. Comments also start a comment thread which helps us improve and encourage each other in a digital learning conversation. In a quality smart comment there has to be a greeting first. Then we usually have compliments about the post and just positivity towards it. We then have feedback to say but always in a positive way then followed up by a connection between you and the post. Lastly is a question related to the topic, and then a farewell. 

Nanogirl Treasure hunt | Summer Learning Journey

On a Monday afternoon LS1 started the Summer Learning Journey. The school is still open so LS1 was finding materials and tools needed for the experiment. It was really fun, we had NanoGirl teaching us what to do and what to find. I am really looking forward to doing the experiment. I am looking forward to doing the experiments and future activities

Comprehension Application | Reading

Comprehension strategies are reading stretegies that help people read and understand the text.

They are prior knowledge, skimming and scanning, questioning, visualising, making connections, predicting, inferring, summarising, synthesising, and self monitoring.

Predicting and Visualizing can be used before reading so people can guess the next part of the story.

Prior knowledge, self monitoring, and inferring can be used during reading so people can learn words, and to recheck again.

Summarising, questioning, and making connections can be used after reading so people can see if they have understood the whole story, ask questions, and make links to themselves, the world and to another text. 

Knowing how to use comprehension strategies is important because it can help people use it before, during and after reading.

Moon Masque by Lois Mailou Jones | Summer Learning Journey

This morning we tried one of this year’s Summer Learning Journey activities. The purpose of this task was to experiment with colours by mixing colours from the original palette with pop colours. This allowed us to recolour famous painting or images of landmarks around the world. I really enjoyed this task because we were able to experiment with these different colours, and we could do it digitally. The art I remade was created by Louis Mailou Jones, and the art is called Moon Masque. It is currently held in Smithsonian Art American Museum. 

Original

Mine

North Island | Maori

For Maori we learnt about the towns in the North Island.

Before starting with the activity we answered the questions: He aha te rā āpōpō?, He aha te huarere? and Ko wai ō hoa?. Apōpō means tommorrow so this question He aha te rā āpōpō? means what is the date tommorrow. This question Ko wai ō hoa? means who are your friends.

We used google to translate words that were towns in the North Island. Then I checked my work with Whaea Odie  to see if I was right or wrong.

I enjoyed this task and found this task easy to fill in. I have improve my knowledge on Te Reo Maori.

LI: To learn Maori place names

Touch

This week we played a game of touch using all the skills that we have learnt over the past few weeks. 

First we practiced two man settle and three man settle before playing a game. During this game we needed to go straight and aim at one person. To do a two man settle the person A had to touch and put the ball under their feet and step under it. Then the person B had to get the ball and run forward. It was the same for the three man settle but with three people. 

Lastly we played a game of touch. We were separated into three teams and versed the other two teams. During this game we used two and three man settle. 

I was tired at the end of the session because I was running, planting and toucing people on the shoulders.

Touch | Kiwi Sport

This week for Touch we combined the skills we used for the last few weeks and put it in a game.

First, we warmed up by doing a three men settles and sometimes a two men settle. A two men settle is one person plantting the ball and the person behind the planter can grab it and pass it.

A three men settle is basically the same thing but with a third person. When the first person plants the ball and steps over it the third person grabs the ball and pass it to the second person and we repeated this order in different patterns.

After the warm up we started playing a attacking and defencing game. In there were three teams, two teams playing and one team discussing about their strategy. 

Our coach told us to go forward first then go wide and fill the field.

This weeks lesson was easy and fun to understand.  

Mountains | Maori

For Maori we learnt about the mountains in Auckland.

Before starting the activity, we played a memory game about where the words are. There were some questions, the question were Kei hea te kupu that means where is the word. In this we passed but if you want someone to pass a word to you, we needed to say Homai to kupu that means Pass me the word.

After the game we used Maori Dictionary to translate words that were mountain names in Auckland. Then I checked my work with whaea Odie if I was right or wrong.

After I did an Matching activity, this activity was based around how you know the weather in Maori.

I enjoyed this task and found this task easy to fill in. I have improve my knowledge on Te Reo Maori.

Novel Study | Reading

Matilda was written by Roald Dahl. Matilda is a young girl who loves reading, and is incredibly smart, but she is disrespected and treated unequally by her parents.

The fourteenth chapter talks about Miss Trunchbull blaming Matilda for spilling the cup that had the newt inside. Then, Matilda got so angry that she was blamed.

The fifteenth chapter talks about how Matilda spilled the cup with the newt inside. After the conversation, Matilda went with Miss Honey to a cottage that belongs to Miss Honey.

The sixteenth chapter talks about a conversation that Mrs Honey started. In the conversation Matilda and Miss Honey were talking about Miss Honey.

Novel studies can help the reader analyze their understanding of a book 

LI: To study a novel.

Novel Study | Reading

A novel study is finding out information about a novel or a story and makes an idea of that information.

This novel study was based around Matilda written by Roald Dahl. This story is about a little girl who loves reading, and is incredibly smart, however she is disrespected and treated unequally by her parents. This novel study has been focusing on the elenfth, twelfth and thirteenth chapters of the story.

In the eleventh chapter, Bruce Bogtrotter was called out for sneaking into the kitchen and eating Miss Trunchbull's private chocolate cake. So, Miss Trunchbull held an assembly and forced Bruce Bogtrotter to eat a giant chocolate cake as a consequence.

In the twelfth chapter, Miss Honey tells the class that Miss Trunchbull will be visiting the class to see how well the students have been taught. Lavender takes this chance to trick Miss Trunchbull and capture and put a newt in her cup of water.

In the thirteenth chapter, Miss Trunchbull finally visits Miss Honey's class and tests them on their spelling, multiplication and reading skills. Miss Trunchbull punishes the children whenever they get it wrong, and is confused by Matilda's wisdom.

Novel studies can help the reader study their understanding of a book .

 

Screenplays | Writing

A screenplay is a script, which tells what the actor has to say, how to say it and when to say it. Screenplays can give some descriptions on how actors should speak and it can also give more detail. In a screenplay it includes the characters name, the scene number, the direction notes and the actions. 

The actors line is center aligned under their name. The lines don't need speech marks because it could help what tone to use.

The direction notes should be all caps and left align. Also it is next to the scene number because if the actors read the script they know where to film the next scene.

A screenplay scene number should be in all caps. The name also should be in caps and center aligned. If there is any extra information people would put it in brackets under their name.

The actions are left align and should be bold so the actors will know that it is acting time. The actions are where to film and the acting.

Knowing how to write a screenplay is important because if actors don't know what their lines are, the movie is likely going to be bad.

SSR Selfie

 SSR Selfie is an can do that encourages the reader to summarise a text that they have read. SSR Selfie also gives information about the title of the story, the author, the illustrator, the main characters, three events that happened in the story, the readers thoughts on the book, and new words the reader has learnt.

I did the SSR Selfie on Inca Gold. This book was about code breaking and finding the truth of who is the stallholder and this book includes a code breaking wheel so that people can solve the codes that are in this book.

Names | Maori

This week for Maori we learnt some names, boys and girls. 

This time we didn't use Maori Dictionary to translate the Maori names into English names. We used clues to figure it out. 

In the Maori alphabet there are no 'j,s' so they use 'h'. Also In the Maori alphabet there are no 'i and d' so they use 'r'. In the Maori alphabet there are no 'v' so they use 'w'. Also in the Maori alphabet there are no 'b' they use a 'p'.

I enjoyed this task and found this task easy to fill in. Today I have improved my knowledge of Maori names

Basic Facts Boxes

The basic facts boxes is a can do that Mr Wong created for LS1 to know their basic facts fast. There are two challenges within the can do and they are called: Brain Box, and Speed Demon.

I completed speed demon up to 10. Then, I did 10 rows of addition and 10 rows of subtraction. I didn't get any of them wrong but my time was 7 minutes and 43 seconds. I will try harder to not  be distracted easily.

LI: To rapidly recall basic facts

Revising our Learning about Maths

This week for maths we revised the learning we did two weeks ago. We needed to teach another person about our learning about the maths we were doing two weeks ago.

First, we partnered up with a different person to teach with, the first rotation was partnering with a person that did measurement. The person I partnered with was teaching me how to convert measurements. To convert its all about place value, to convert cetimeters (cm) into meters multiply the number by 10. Coverting is just using x10, x100, x1000, or divided by 10, divided by 100, divided by 1000. 

Then, we partnered up with a second person to teach with, the second rotation was partnering with a person that did money.The person I partnered with was teaching me how to use money in maths. To use money in maths, we use the written algorithm to solve the word problem. For example: Fotu has $75 and Farzana took $45, how much does Fotu has? To do this equation we take 75 and 40, so 75-40=35. Then, take the 5 and take it away like this: 35-5=30, so the answer for $75 - $45 = $30

The knowledge I taught for both my partners was Interpreting data and Frequency.  Interpreting Data is what people collect from a data set. A data set is the frequency of something. Frequency is the amount of something.

Some examples of a data set are tally chart and a graph. A graph explains the frequency of something. A tally chart also explains the same thing as the graph but tally charts has some questions. The questions are what is the likelihood of rolling a dice or something else? A tally chart also explains the largest frequency.  

To find data first ask/write questions down like what is the likelihood of rolling a dice. Example of this question is what is the likelihood of rolling a six. Then, roll a dice and note down each number the person roll on a tally chart. After, answer the following questions what is the likelihood of rolling a 6 and what number has the largest frequency? Then, create a graph about that data set.  

I enjoyed this weeks lesson and I wish I could have done better teaching. I will rate my teaching a 7 or 8 out of 10. 

Modeling | Inquiry

This week, our company (Life Savers) brainstormed ideas for an emergency shelter design. We needed to think of the structural shape and design of the emergency shelter. We also needed to think about what our shelter will be designed to resist.

First, we sketched on a piece of paper of what shape we're doing for our emergency shelter, and my group picked a triangle. This is because a triangle have sharp points and it can make things slide down from it.

Next we used a software called sketchup to make a 3d design of our shelter. Sketchup is a program that allows people to design and create anything they want in 3d.

We decided to make the shelter out of tungsten because it is strong and brick because it is thick. We think these are suitable materials for water and wind natural disasters.

Some changes that we want to make are making the shelter big because it looks small and want to make the inside spacious so that we can put the things we need to survive. 

The size of the entrance is 2.15 meters and the size of the shelter is 3.45 meters just in case of an emergency. The walls of our shelter are pretty thick because the shelter is made out of tungsten brick. There should be windows so that the people inside the emergency shelter are aware of what is happening and can identify if it is safe to exit the emergency shelter. The windows should be fairly big, about 2 meters so that people can see out of them clearly.

Two and Three Men Settles | Kiwi Sport

This week for Touch we learnt about how to do a two and three men settle.

After doing a warm up we learnt how to do a two and three men settle. A two men settle is one person plantting the ball and the person behind the planter can grab it and pass it.

A three men settle is basically the same thing but with a third person. When the first person plants the ball and steps over it the third person grabs the ball and pass it to the second person and we repeated this order in different patterns.

Lastly, we played a walking version of touch so that we can understand where and when the skill  is used.

I enjoyed this week session and one thing I should work on is improoving my skill of planting the ball.   

Bex Meets Milly | Duffy Theatre

We watched a performance by the Duffy Theatre group about the Goggen. A goggen is a mythical creature that is a mixture of a cat, dog, and chicken.

Before the show, the actors introduced themselves. Then we sang the duffy song.

Then, the actors performed for us.

Lastly the Duffy group held a question and answer seesion.

I enjoyed this performance and I leart how to take care of a Goggen.

Geometry | Maths

The topic geometry,  includes shapes, the relationships between shapes and the movements that shapes do.

Shapes have two dimensions  - 2d and 3d. 2d shapes are flat that have faces and corners. 3d shape has many faces, vertices, and edges. Vertices are where the edges or side meet and edges are lines that help form a side. 

The relationship between both dimensions are sort of the same because 3d shape are just repeating the 2d shape in different areas.

There are three movements that shapes do, they are called Rotation, Reflection and Transformation.

Rotation is turning the shape clockwise or anti-clockwise, it depends on where the shape is placed. Clockwise is turning right and anti-clockwise is turning left.

Reflection is looking at yourself in a clear type object but in maths it means to flip the object to the opposite way, it depends on how or where the shape is placed.

Transformation is changing the position of the shape to a different place. It also means an impact of changing into a different form.

Names | Maori

 This week for Maori we learnt some names, boys and girls. 

Before starting with the activity we revised the questions 'He aha te ra?', 'He aha te huarere?' and 'Kei te pehea koe?'. Which means what is the date?, what's the weather?, and how you are feeling?.

Then, we used Maori Dictionary to translate the Maori names into English names. We don't need check the dictonary if we know the names in Maori. Afterwards, I checked with whaea Odie if I am right or wrong.

I enjoyed this task and found this task easy to fill in. Today I have improved my knowledge of Maori names.

Maths in a Job

Maths is used in almost every job. The jobs that use maths a lot are: medicine, science, engineering etc. Some jobs don't use maths a lot, they can just use basic addition or multiplication.

In the doctors job maths is important. Doctors requires people to be good at: measuring, trigonometry, algebra etc. 

Measuring means to find out the amount, size or level of something. Trigonometry means to handle the relation of sides and angles of a triangle. Algebra means to find out what certain symbols represent.

Understanding how to use the maths as a doctor properly, it can help people prevent getting sick and it can also help them get better instead of getting the patient sick.

Touch | Kiwi Sport

This week we learnt more basic skills in Touch. Today we learnt how to plant the ball.

First, we warmed up by placing the ball next to each cone and back.

Next, we learnt how to plant the ball. To plant the ball we had to place the ball and leap over it so that your can pass it to you (not a forward pass). 

After, we played a game, the game was called scoop tag. There were two teams, the bibs and the non-bibs. The person who has a ball they run away from the opposition team and the person without the ball they tag if tagged you must leap over so that the opposition team can get the ball.

The last game was sort of defending and attacking but we played it in the same teams. The attackers were trying to score and the defenders were trying to defend so that the attackers don't score. 

I felt so tired at the end of the game. From the start I l didn't know how to plant a ball but now I do.

LI: To learn how to plant a ball. 

Revision | Maori

 This week for Maori we learnt some new words. 

Before starting with the activity we revised the questions 'He aha te ra?', 'He aha te huarere?' and 'Kei te pehea koe?'. Which means what is the date?, what's the weather?, and how you are feeling?.

Then, we used Maori Dictionary to translate the new Maori words into English. After, I checked it with Odie if I am right or wrong.

This activity was based around geograph places and artificial places and more.

Movie Narrative | Writing

Narratives are fictional stories as known as made up. 

The structure of a narrative is TOPES. Title, Orientation, Problem, and Solution. Orientation answers the questions when, who, what and why. Problem shows the main thing thats wrong in the story. The events shows the steps of solving the problem. The solution shows the final steps of solving the problem and their new normal life.

Third person is used in writting a narrative. Third person are words not saying 'I' or 'we'. Third person is sort of a different perspective of saying something to a friend or someone. 

Past tense are usually used in narratives. Past tense are words such as: walked, nodded. Some of the past tense words are a bit different like: taught, tried and carried.  

Understanding how to write a narrative can build up your writing skills to a next level or step of being a author.

Novel Study | Reading

A novel study is finding out information about a novel or a story and makes an idea of that information.

This novel study was based around Matilda written by Roald Dahl. This story is about a little girl who loves reading, and incredibly smart, however she is disrespected and treated unequally by her parents. This novel study has been focusing on the next two chapters of the story. 

The fifth chapter tells how Matilda wants to do a messy punishment thing to her dad.

The sixth chapter tells the reader about how smart is Matilda.

Matilda wants to teach her family a lesson thats why her family is not treated equally.

 \

Commenting Thread

Commenting threads are a continuous conversation that includes a greeting, feedback and an open question.

Comment threads help to unlock more knowlegde and information about the work to the reader and make a new understanding of their work. By answering open questions they can give more detail of the work.

A open questions is a longer answer than yes or no and it gives the reader more thinking. The commment thread was based around the maths work.

Using the proper maths terms was apart of this activity. One example is, measuring time using non-standard tool

Comment threading can unlock more knowledge behind the work put into the blogpost.

Comment Thread find here 

SSR Selfie

SSR Selfie is an can do that encourages the reader to summarise a text that they have read. SSR Selfie also gives information about the title of the story, the author, the illustrator, the main characters, three events that happened in the story, the readers thoughts on the book, and new words the reader has learnt.

I did the SSR Selfie on The Singing Bones. This book was about stories from the past and use their resources to make these sotries. 

Basic Facts Boxes

The basic facts boxes is a can do that Mr Wong created for LS1 to know their basic facts fast. There are two challenges within the can do and they are called: Brain Box, and Speed Demon.

I completed speed demon to 10. Then, I did 10 rows of addition and 10 rows of subtraction. I didn't get any of them wrong but my time was 7 minutes and 43 seconds. I could have done better and not get distracted easily.

LI: To rapidly recall basic facts

Novel Study

A novel study is finding out information about a novel or a story and makes an idea of that information.

This novel study was based around Matilda written by Roald Dahl. This story is about a little girl who loves reading, and incredibly smart, however she is disrespected and treated unequally by her parents. This novel study has been focusing on the next two chapters of the story. 

The third chapter tells how Mr Wormwood's hat was stuck on his head and how Matilda wants to do a type of punishment thing to her parents.

The fourth chapter tells the reader about a parrot called Chopper, Matilda used this animal to think there was someone in her house.

Matilda wants to teach her family a lesson thats why her family is not treated equally.

 

Commenting Thread | Maths

Commenting threads are a continuous conversation that includes a greeting, feedback and an open question.

Comment threads help to unlock more knowlegde and information about the work to the reader and make a new understanding of their work. By answering open questions they can give more detail of the work.

A open questions is a longer answer than yes or no and it gives the reader more thinking. The commment thread was based around the maths work.

Using the proper maths terms was apart of this activity. One example is, proper names for the strategies.

Comment threading can unlock more knowledge behind the work put into the blogpost.

Comment thread: https://pbsdavidh.blogspot.com/2020/10/interpreting-data-frequency.html?showComment=1603226518259#c2180805287647441954

LI: To create a comment thread using the correct mathematical terms.  

Narative Plan | Writing

This week we have been learning how to plan a narrative. Narrative plans are just ideas that are related to the narrative you are going to write.

First, we revised that structure of a narrative, TOPES. Title, Orientation, Problem, and Solution. Orientation answers the questions when, who, what and why. Problem shows the main thing thats wrong in the story. The events shows the steps of solving the problem. The solution shows the final steps of solving the problem and their new normal life.

Next, we watched 2 different videos to know how to identify where the title, orientation, problem, the events and the solution start and stop.

After that, we came up and brainstormed our own ideas of short narratives. We then eliminated the ones we could not do, and chose one idea to build up.

Once we chose an idea, we thought about how we could turn that idea into a short narrative, that would only be one A4 page long if it was written, and 30s - 2m long if it was filmed. We planned our narrative and wrote our ideas into brief sentences.

I enjoyed brainstorming ideas for the narratives. I especially enjoyed planning out the narrative. One thing I think I could work on is adding onto ideas to make my ideas more interesting.

Touch | Kiwi Sport

This week, we were learning how to catch, tap and how to do the major skills in touch rugby.

First, we warmed up by playing rats and rabbits. Once we touched the person, we yelled 'touch'. 

After that, we practised tapping the ball, scoring a try and throwing the ball. We practised this by running to a cone then tapping the ball, running to another cone then scoring a try and then throwing the ball over our head on the last cone.

Lastly, we practised passing the ball, scoring a try and catching the ball. There was the offensive team, and there was a defence team. We got the ball and when the defensive person tried to touch us but before they could, we passed the ball to our partner and scored a try.

I found this session easy because I have played touch rugby before.

LI: To practise the basic skills in Touch rugby.

Good Or Bad Insulator | Inquiry

A insulator are things that never lets heat escape. 

Five materials were tested for the ability to insulate. They are plastic, paper, polystyrene, glass, and metal.

The best insulator for keeping it warm were glass and polystyrene. The worst insulator were plastic, paper, and metal.

The best insulator for keeping it cool were plastic, paper, and polystyrene. The worst insulator were glass, and metal.

The best one for both warm and cold was polystyrene.

An insulator can determine how fast or slow the heat energy can escape.

LI: to learn and practise experimental methods.

LI: to determine the insulative properties of materials.

Maori

This week for Maori we learnt some new words. 

Before starting with the activity we revised the questions 'He aha te ra?', 'He aha te huarere?' and 'Kei te pehea koe?'. Which means what is the date?, what's the weather?, and how you are feeling?.

Then, we used Maori Dictionary to translate the new Maori words into English. After I did an Matching activity, this activity was based around how you know the weather in Maori.

I enjoyed this task and found this task easy to fill in. I should improve my knowledge on Te Reo Maori.

Informal and Formal Language

Formality tells people when to use formal language or informal language.

Informal Language are words that don't follow rules. Example of a informal language is "sup" because it is not the formal way to say hi.

Formal Language are words that follows the rules. Example of a formal language is hi because it is a greeting.

Formal and informal language can be helpful to people when they trying to use the correct word in a formal or informal situation.

LI: To identify informal and formal language.

    

Touch | Kiwi Sport

This week, our Kiwi Sport was touch rugby. We were building up confidence to pass and catch a rugby ball

First, we practiced getting confident with the ball by throwing and catching it in the air by not dropping it. We also practiced moving backwards and forwards while throwing and catching the ball.

Next, we chose a partner and passed the ball to each other. We used the letter "W" to catch the ball. We couldn't pass the ball foward, so the partner who was catching the ball had to be slightly behind the person with the ball.

Then, we played an activity to practice our skills. There were coloured hoops on the ground, and when the teacher called out a colour, we needed to put the ball into a hoop of that colour. The person with the ball had to put the ball down for their partner to pick up, and their partner could only pass the ball but they were not allowed to move with it.

I enjoyed this session of touch rugby and learning the basic skills. I enjoyed passing the ball and placing it in the hoops. One thing I think I could work on is working with other teammates to score points.

Experimenting

This week I learnt what a experiment is about. A experiment is finding out information of something.

First, we chose one material to do the experiment on. The chosen material was Nappy brand 2. 

Next, we measured 100ml of water in a beaker, and put 5 drops of blue food colouring.

Then, we checked if the arrow was aligned on the zero. We then measured the nappy on a scale. The nappy weighed 50g. 

After, we took out the nappy out of the scale, and poured the water into the container. My group then waited for a few seconds so that the nappy could absorb the water. 

Lastly, we poured the water that wasn't absorbed into a measuring cylinder and wrote down the milliliters for the unabsorbed water. 

I enjoyed learning how to do this experiment. Being precise is a good skill in science so that we can understand the right way to do a experiment and being consistent is also a great skill so that you can get a great result.

Results are below the image.

LI:To learn and practice experimental methods.

Te Tinana

This weeks Maori lesson was based around body parts.

Before starting with the activity we revised the questions 'He aha te ra?', 'He aha te huarere?' and 'Kei te pehea koe?'. Which means what is the date?, what's the weather?, and how you are feeling?.

Then, we watched a story about Rono and the Moon. Then, we answer a question about the story "what is the hidden message behind the story".

After, we matched body parts in maori to the right body part in english. Then, we highlighted the words we knew. 

We use Maori dictionary for the words we don't know.

I enjoyed this task and found this task easy to fill in. I should improve my knowledge on Te Reo Maori.

Interpreting Data & Frequency

Interpreting Data is what people collect from a data set. A data set is the frequency of something. Frequency is the amount of something.

Some examples of a data set are tally chart and a graph. A graph explains the frequency of something. A tally chart also explains the same thing as the graph but tally charts has some questions. The questions are what is the likelihood of rolling a dice or something else? A tally chart also explains the largest frequency.  

To find data first ask/write questions down like what is the likelihood of rolling a dice. Example of this question is what is the likelihood of rolling a six. Then, roll a dice and note down each number the person roll on a tally chart. After, answer the following questions what is the likelihood of rolling a 6 and what number has the largest frequency? Then, create a graph about that data set.  

Hybole and Personification

I learnt how to use hyperbole and personification to describe different images. Hyperbole is exaggerating the situation. Personification is giving human abilities to things or objects that only humans can do. 

First I wrote two examples for the hyperbole. One of the example that I wrote was waiting for 2 minutes for the train is like a whole hour of pain. 

After writing the two examples for the hyperbole, I then wrote two examples for the personification. One of the example that I wrote was the reflection of the castle is facing down.

Coming up with sentences for the hyperbole was quite hard. 

LI.to use hyperbole and personification to a narrate events.

Commenting

Commenting Threads are an ongoing conversation that includes a greeting, positive feedback and an open question. The difference between an open question and a closed question is that a closed question can just be answered with 'yes' or 'no'. An open question contains a more detailed answer, which gives the reader more to think about.

Commenting Threads can help the reader think about their answer, and with each comment thread, the reader can learn more about the topic. Whether it is about the current topic or the person that they have started a comment thread with.

Today, I comment threaded with Chisa on my Rounding blogpost. I started by asking the question 'What did you use to come up with the answers'. She responded to the question and asked 'I also used a calculator to see if I have done the right thing ?'. Once she replied, she asked 'Do you think you have new tools to solve other equations?'. 

I enjoyed talking to Chisa about the different strategies, and I learnt more about why she chose certain strategies.

To see more of our commenting thread look below.

SSR Selfie

SSR Selfie is an can do that encourages the reader to summarise a text that they have read. SSR Selfie also gives information about the title of the story, the author, the illustrator, the main characters, three events that happened in the story, the readers thoughts on the book, and new words the reader has learnt.

I did my SSR Selfie on a story called the Gruffalo which is about a mouse lying about an animal not existing but actually it exist.

LI: to summarise and retell a story.

Basic Facts Boxes

The basic facts boxes is a can do that Mr Wong created for LS1 to know their basic facts fast. There are two challenges within the can do and they are called: Brain Box, and Speed Demon.

I completed speed demon to 10. Then, I did 10 rows of addition and 10 rows of subtraction. I didn't get any of them wrong but my time was 7 minutes and 43 seconds. I could have done better and not get distracted easily.

LI: To rapidly recall basic facts

Art Collaboration

For the past three weeks, LS1 has been collaborating with each other to complete an art piece of the Gruffalo cover, which is the text that we have been using to practice the strategies inferring, connecting and visualizing.

First, we were given different parts of the cover to colour in. We did this art piece using pastels and an art technique called 'blending'.

We discussed our ideas of blending and what it is. Blending makes colours fade into a darker or lighter shade. Blending can also make a colour fade into a different colour.

After that, we began to colour in our part of the art. We talked to other groups about the colours and worked together to make sure the art piece matched up to fit correctly. Groups talked to each other about the colour of the path, the grass, the trees and more.

The art piece has now been coloured in completely and is on the LS1 wall for display.

I enjoyed collaborating with other groups and learning how to blend colours. One thing I think I could improve on is knowing how to make different kinds of shades with the blending technique on different mediums.

LI: to collaborate with others to finish a group art piece.

LI: to know how to blend colours with pastels.